FLEXIBLE INSTRUCTION DELIVERY PLAN (FIDP)

Grade: 12 Semester: Quarter 1

Core Subject Title: Creative Writing No of Hours/ Semester: 80 hours/semester

Core Subject Description: The course aims to develop practical and creative skills in reading and writing; introduce students to the fundamental techniques of writing fiction, poetry, and drama; and discuss the use of
such techniques by well-known authors in a variety of genres. Each class will be devoted to the examination of techniques and to the workshop of students’ drafts toward the enrichment of their manuscripts. Students
learn how to combine inspiration and revision, and to develop a sense of form.

Culminating Performance Standard: The learners shall be able to choose from any of the following: 1. Make a script for spoken word poetry/speech choir; 2. Produce a suite of poems; 3. Write a full/completed short
story, or a script for a one-act play, with the option of staging.

How to
What to Teach? Why Teach? How to Assess?
Teach?

Highest
Enabling
Strategy to
Use in
Learning Competencies Highest Thinking Skill to Assess
Developing
the Highest
Most Thinking Skill
Content
Content Essential Performance to Assess
Standards
Topics Standards Flexible
Assessment Flexible
Activities Enabling
KUD Most Essential KUD Learning
Complete RBT Level (FAA) General
Classification (MELCs) Classification Strategies
Strategy
Performance (FLS)
Check(s)

1ST QUARTER
I. CREATIVE The learners I. The learners The learners: Use imagery, diction, Activity 1.
WRITING have an Introduction shall be able figures of speech, Respond to
Writing five-
understanding to Creative to: 1. Differentiate and specific Communication literal questions
U U Analyzing paragraph
1.1. Introduction of: Writing imaginative writing experiences to evoke that involve
vignette with
to Creative imagery, produce from among other meaningful figures of
Writing diction, forms of writing. speech from
 figures of 1.1. Figures short 2. Cull creative ideas responses from figurative visually
1.2. Reasons for speech, and of Speech paragraphs or from experiences. readers. language supported
Writing variations on vignettes using U phrases.
Creatively language. imagery, 3. Utilize language to
1.3. Principles of diction, figures evoke
Creative of speech, and emotional and
Writing specific intellectual Activity 2.
experiences. responses from U Identify words
1.4. The Writing readers. or phrases
Process 1.2 Imagery 4. Use imagery, representing
and Diction diction, figures of figures of
U speech in
1.5. Some Types speech, and specific
of Creative experiences. visually
Writing supported
5. Read closely as related
2. FIGURATIVE writers with a K sentences
LANGUAGE consciousness of (e.g., like or as).
craft.
2.1. Figures of Activity 3.
Speech Categorize or
classify figures
2.2. Sound of speech in
Devices visually
supported
2.3. Diction and passages.
Tone

3. IMAGERY

3.1. Types of
Imagery

3.2. Identifying
Imagery
II. POETRY The learners II. Poetry The learners The learners: Identify the various Modular
have an shall be able elements, techniques, Approach
1.1. A Review of understanding 2.1 to: 1. Identify the and literary devices
Concept
the Elements of of: Elements of various elements, K in specific forms of K Understanding Communication
Mapping
Poetry Poetry produce a techniques, and poetry. Poetry Reading/
poetry as a short, well- literary devices Guided
1.2. Choosing a genre and how crafted poem. in poetry. Questions
Type of Poem to analyze its
 elements and 2.2. Type of 2. Determine U
1.3. Helpful techniques. Poetry specific forms and Data Collection,
Techniques in conventions of Organization
Writing Poems poetry. and
3. Use selected representation
1.4. Literary elements of poetry
Techniques in short exercises. U

2.3. 4. Explore Acrostic Poem

Techniques innovative Writing
in Poetry techniques in writing U
Writing poetry.

5. Write a short Write a short poem

Producing a Concrete Poem
poem applying the applying the various
short poem Writing
various elements, elements and literary
based from Problem Solving
techniques, and D devices exploring D Creating
one’s
literary devices. innovative
experience Venn Diagram
techniques.

III. FICTION The learners III. Fiction The learners The learners: Reading
have an shall be able Selection/
3.1 A Review of understanding 3.1. to: 1. Identify the Identify the various From the Guided
the Elements of of: Elements of various elements, elements, techniques, chosen story, questions
K
Fiction fiction produce at techniques, and and literary devices identify and list
fiction as a least one literary devices in in various modes of K Understanding down the Communication
3.2. Imagining an genre and are striking scene fiction. fiction. different Character
Appropriate able to for a short elements of Sketch
Setting analyze its 3.2. Types story. 2. Determine various fiction.
elements and of Fiction U
modes of fiction.
3.3. Creating a techniques. 3. Write journal Write journal entries Producing your
Plausible entries and other and other short D Problem solving own setting
Character short exercises D compositions Creating Journal writing
exploring key exploring key Journal Entries
3.4. Choosing a elements of fiction. elements of fiction.
Type of Conflict

3.5. Developing an
Effective Plot
3.6. Incorporating
a Plot Device

3.7. The Different

Types of Fiction

2ND QUARTER
I. READING AND The learners I. Play The learners The learners: Identify the various Modular
WRITING have an shall be able elements, techniques, Approach,
DRAMA understanding 1.1. to: and literary devices
Identify the
of: Elements of 1. Identify the in drama.
1.1. A Review of basic elements
play compose at various elements, K K Understanding Representation
the Elements of drama as a of drama from
least one scene techniques, and
Play the given text.
genre and are for a one-act literary devices in Self-
able to play that can be drama. Learning
1.2. The Different analyze its staged. Approach,
Genre of Play elements and 1.2. 2. Understand Understand Determining
techniques. Different intertextuality as a intertextuality as a the part of the
1.3. Techniques
Genre of technique of drama. U technique of drama. U Analyzing plot in a given Communication
and Literary
Play story.
Devices
a. Intertextuality Online
b. Conceptualization 3. Conceptualize a Conceptualize a Sequencing the
character/setting/plot character/setting/plot events from the Researching
of modality U U Analyzing Communication
for a one-act play. for a one-act play. given text.

4. Explore different Explore different

staging modalities staging modalities
Reasoning and
vis-à-vis envisioning U vis-à-vis envisioning U Analyzing Comic Strip
Proof Inquiry based
the script. the script.
Learning
5. Write short Write at least one
Producing a
exercises involving scene for one-act
script for a
character, dialogue, play applying the Digital Media
D D Creating scene of one- Problem Solving
plot, and other various elements, Assignments
act play
elements of drama.
 6. Write at least one techniques, and
scene for one-act literary devices.
play applying the
various elements, D
techniques, and
literary devices.

The learners The learners The learners:

have an shall be able to:
understanding
of: Produce a craft 1. Situate the
essay on the creative work in U Write a craft essay
The different personal literary and /or demonstrating
orientations of creative sociopolitical Producing an
awareness of and
creative process context. essay of a
sensitivity to the
writing. deploying a chosen topic Reasoning and
different literary D Creating
consciously for a public Proof Digital Media
2. Demonstrate and/or socio-political
selected speaking. Presentations
awareness of and contexts of creative
orientation of sensitivity to the writing.
creative U
different orientations
writing. of creative writing.

3. Write a craft essay

D
RUBRIC FOR VIGNETTE (PERSONAL NARRATIVE)
CRITERIA EXCELLENT
20 PTS.
Word Choice Most or all verbs and adjectives are precise and vivid.
All verbs are written in the present-tense.
Figurative Student effectively employs original figurative
Language language on a regular basis to broaden the meaning
behind details, descriptions, and ideas presented.
Concrete and Visual picture is created and at least 3 of the 5 senses
Sensory Details are appealed to throughout the piece.
Introduction and Piece includes an introduction that grabs and holds the
Conclusion attention of the audience. Conclusion is evident and
provides personal insight.
Conventions/ Writing exhibits a coherent structure-demonstrates a
Writing Process command of standard English, spelling, sentence
structure, punctuation, etc. There is evidence of
proofreading and revising. Thesis and topic sentences
are aligned.
GOOD
15 PTS.
Some specific words have replaced lackluster or
over used verbs and adjectives. Most verbs are
written in the present-tense.
Student use figurative language, but some may
be incorrect and/or unclear that detract from the
overall descriptive effect.
Visual picture is sufficiently created and at least
2 of the 5 senses are appealed to throughout the
piece.
Introduction is interesting but does not hold the
attention of the reader to want to keep reading.
Conclusion is evident but doesn’t provide
personal insight.
Writing exhibits a basic order-demonstrates a
basic control of standard English, exhibiting
some errors that do not hinder comprehension.
There is some evidence of proofreading and
revising. Thesis and topic sentences are mostly
aligned.
FAIR
10 PTS.
Few specific words have been used in the piece.
An attempt was made at writing in the present-
tense.
Student uses few examples of figurative language;
or many examples are incorrect and/or hamper a
clear understanding of the main idea.
Visual picture is minimally created and at least 1 of
the 5 senses are appealed to throughout the piece.
Introduction is lackluster and does not appeal to the
reader’s interest. Conclusion is not evident and
very weak.
Writing establishes but fails to maintain a clear
focus with many irrelevancies-exhibits errors that
hinder understanding of the vignette. There is little
evidence of proofreading and revising. Thesis and
topic sentences require revision.
NEEDS WORK
5 PTS.
No specific words have been used. Evidence of no
revision. Not written in the present tense.
Student does not use figurative language.
Visual picture is not created throughout the piece.
Writing lacks an appropriate introduction and
conclusion.
Writing shows no focus or organizational skills-
demonstrates little control of standard English,
exhibiting many errors that make comprehension
difficult. There is no evidence of proofreading and
revising. No identifiable thesis or topic sentences.

RUBRIC FOR POETRY WRITING

CRITERIA TOTAL MARK
Relevance to the theme 50%
Creativity/Style and Originality 30%
Coherence of form and structure (harmony of words, presentation) 10%
Clarity of imagery and language 10%
TOTAL 100%
RUBRIC FOR CONCRETE POETRY
EXCELLENT
20 PTS.
Spelling / Your spelling and grammar are virtually error free.
Grammar
Poem Style Your poem is written in a well-defined and detailed
shape.
Appropriateness Your poem uses precise language and sensory details
of Language that have been carefully chosen.
Neatness & Writer's final product is neat, clean, and readable.
Legibility Illustrations show excellent effort and connect with the
poem.
RUBRIC FOR THE SCRIPT OF ONE-ACT PLAY
EXCELLENT
20 PTS.
Structure The one-act play follows the proposed structure, and
there is a clear beginning, middle, and end. The play
opens in media res, and there is some type of closure
at the end. The entire play takes place in one scene.
Dialogue The dialogue is realistic and interesting. Lines are
short; characters interrupt one another, repeat lines,
answer questions with questions, and change the
subject abruptly
Development As the scene unfolds, the reader gains sufficient
insight into the characters, their fears, and the
conflict. Scene either pits a character with his/her
greatest fear or new alliances develop.
Characters Characters are layered and interesting. Fears,
interests, and personality are explored, and
characters are unique. No clone characters appear.
Each character has a reason to be in the scene.
Nuts and Bolts One-act is typed, double spaced, and in an
acceptable font. Name, date, course, and instructor
appears in the corner. Unique title appears.
GOOD
15 PTS.
Your poem has a few errors in spelling and/or
grammar. It is easily understood.
Your poem is written in a creative shape.
Your poem demonstrates good sensory details
and appropriate use of language.
Writer's print is readable. The illustrations show
effort and connect with the poem.
GOOD
15 PTS.
The one-act play follows the proposed structure,
and there is a beginning, middle, and end. The
play does not open in media res, and there may
not be closure at the end. The entire play is one
scene.
The dialogue is somewhat realistic and
interesting. Lines are short; characters
occasionally interrupt one another, etc.
As the scene unfolds, the reader gains some
insight into the characters, their fears, and the
conflict. Holes may exist, but the situation is
explained and explored.
Characters are layered and interesting. Fears,
interests, and personality are briefly explored, but
characters might be similar to one another. Each
character has a reason to be in the scene.
One-act is typed, double spaced, and in an
acceptable font. Name appears in the corner. Title
appears, but may be generic.
FAIR
10 PTS.
Your poem has several errors in grammar and
spelling which make it difficult to understand.
Your poem is written in a crude shape.
Little thought has been given to word choices. Your
poem would have been more meaningful with a few
word substitutions.
Writer's print is a somewhat unreadable.
Illustrations show some effort and somewhat
connect with the poem.
FAIR
10 PTS.
The one-act play hardly follows the proposed
structure, and the beginning, middle, and end are
somewhat unclear. Scene changes are added
unnecessarily.
The dialogue is hardly realistic or interesting.
Lines may be wordy, and characters speak too
politely/formally.
As the scene unfolds, the reader gains little
insight into the characters, their fears, and the
conflict. The reader is left without much
information on the characters and/or their
situations.
Characters are hardly layered, but interesting.
Fears, interests, and personality are only slightly
revealed. Characters are similar to one another,
and it's unclear why some characters are there.
One-act is typed, but name and title are missing.
NEEDS WORK
5 PTS.
Your poem has many spelling and grammar
mistakes. You have made no effort to correct
obvious mistakes.
Your poem is not written in a shape OR
representative of a shape in any way.
No thought has been given to word choices. This
makes your poem difficult to relate to and
understand.
Writer's print is not easily readable. Illustrations
show no effort and does not connect with the
poem.
NEEDS WORK
5 PTS.
The one-act play does not have a clear
beginning, middle, and ending.
Dialogue is extremely unrealistic.
The scene is extremely undeveloped. The copy
looks like an initial draft.
Characters are not layered or interesting. They
are one-dimensional, identical, and/or
unnecessary.
One-act is sloppy and hand-written.
RUBRIC FOR PUBLIC SPEAKING
Encircle one number (1-5) of your score for each category and add the total and divide by 10 for an average.
CONTENT HIGH AVERAGE LOW
1 States the purpose. 5 4 3 2 1
2 Organizes the content. 5 4 3 2 1
3 Supports ideas. 5 4 3 2 1
4 Incorporates stories and examples. 5 4 3 2 1
5 Summarizes the main idea(s). 5 4 3 2 1

Encircle one number (1-5) of your score for each category and add the total and divide by 10 for an average.
DELIVERY HIGH AVERAGE LOW
6 Demonstrates awareness of listener’s needs. 5 4 3 2 1
7 Speaks clearly with appropriate vocabulary and
5 4 3 2 1
information.
8 Uses tone, speed, and volume as tools. 5 4 3 2 1
9 Demonstrates complexity of vocabulary and
5 4 3 2 1
thought.
10 Appears comfortable with audience. 5 4 3 2 1

PREPARED BY:
SHERLY MAY M. POLIDO
Subject Teacher

RECOMMENDING APPROVAL: APPROVED BY:

REYNARD C. JIMENEZ CHADEA L. MANIKAN

Academic Coordinator School Principal